Teacher+Demo

When you complete your demonstration, please include items you feel are important, such as a handout or Powerpoint, that were created for your presentation. Again, consider any specific resources or artifacts you may have used to complete this requirement.

Joe Conner WSU 735J South Central Kansas Writing Project (SCKWP) Dancing Dogs Instructional Procedures: Preparation and Setup: Number off class into the appropriate number of groups so that no more than three are in a group. Groups of two are acceptable. Groups of four are too large for a science activity. One person always gets left out and sometimes two start talking and get distracted. One will need to make sure the Kinesthetic Micromanagers don't take over and do all of the work themselves while the other two talk. If this is a concern then groups of two are most appropriate with those K.M. types in groups of two with another K.M. type. Be prepared for fireworks and water. A functional group of three is usually optimal. Assigning roles to group members may be appropriate. Managers, secretaries and custodians are good roles for the groups to decide on. Managers make sure instructions are followed and the procedure is followed according to design. Secretaries make sure everyone gets their writing/data down in their journals and it is accurate. Custodians are responsible for the collection and return of equipment to its proper place and that all clean up their messes. Focusing Event The focusing event involves having students observe the teacher demonstrate what happens when a raisin is placed onto different liquids. Teaching Procedures/Strategies 1. Students will be directed write down all events that will help them remember what is going to happen next in their journals or on notebook paper that they are going to keep. 2. Gather your materials the teacher has listed on the board. 3. Open your bottles of KIWI Strawberry Soda and write down what happened. 4. Add one raisin to the bottle. Make sure to guide the students to share responsibilities. 5. Pour sugar into a second empty bottle. Write down what happened. 6. They are now instructed to cut two 1/4 inch slices of Hot Dog from the one provided. This is approximately 1/2 cm or 1/2 the thickness of your index finger for girls or pinky finger for the guys. One could come up with a better estimate. Ball parking will do here and we should not to be concerned with tolerances of these measurements. The rest can be discarded after the demonstration is completed. Rulers could be provided or they could be incorporated as part of the science activity if that is a goal and measurement has been appropriately discussed. 7. Set one of the two slices aside and cut the remaining slice into four equal sized pie shaped pieces. Demonstrate this to those who have trouble. You should now have five sliced "dogs." 8. Add the KIWI Soda to the empty bottle on top of the sugar. Write down what happened. 9. Add one raisin. Note what happens. 10. Add all five dogs, the 1/4 inch full slice and the four quarter pieces cut from the other slice to the KIWI Soda. 11. Note the position of the dogs after they initially sink to the bottom of the container. Are they sitting on the layer of sugar? Write down what is happening. 12. Observe the system for several minutes. Your "dogs" should begin to move up to the top and possibly sink back down repeating this process if you are lucky. Some will not move down and some may not go up. Some may have to be coaxed off of the top of the container by lifting the container a few inches and setting it down with a slight bump to get the dogs to go down. In other words you might have to train your dogs a little. This process may repeat for hours if conditions are right. Those conditions depend on the parameters of the environment. That is temperature, pressure and treatment of the liquid to name a few. 13. When sufficient time has passed, approximately 10 minutes, have the students twist the bottle by holding onto the top of the bottle not allowing the bottle to leave the table. Carefully note what they see. Note what the positions of the dogs are at their lowest point compared to when the dancing began. Write this all down. 14. Write up a paragraph or two telling the class what is going on and why. 15. In your groups make a list of the important notes that explain what was going on and write that list on the whiteboard. The sentences need to be complete and as short as possible to describe what is important. 16. Have each group post their whiteboards in the classroom by either hanging on the chalkboard if hooks are available or using an easel or just placing them in the chalk trey 17. Tease out the difference between the inferences and observations. Reinforce the idea that an observation is usually a reasonably indisputable fact collected with one of our five senses. Illustrate on the whiteboard each of those. These are touch, taste, smell, auditory and sight. In science class it is customary to avoid taste, however we often describe acids as sour and bases as bitter. It is wiser not to encourage students to eat their lab materials for obvious reasons mostly contamination from external sources, such as Johnny picking his nose, Suzie spilling the Potassium Cyanide, etc. Formative Check of Understanding The use of White Boarding to check for understanding of those notes that are observations and those that are inferences will serve as a check of understanding. Student Participation The use of hands on guided inquiry will engage the Kinesthetic, Visual, Auditory and Vernacular learner and involve all participants in a stimulating writing experience. Closure Writing Activity: Students will be asked to write a children's story with the following criteria. They must use the words observation and inference in the proper context and include at least three important observations about the dancing dogs activity to explain the behavior. The story can take many creative forms. Illustrations should be encouraged but not required. Above all make sure not to squelch their creative thirst with an over restrictive rubric. We want them to think deeply about the experience without the anxiety of producing a high quality above-our-ability essay. The focus of this assignment is to be a creative writer and develop a story around a set of parameters thereby creating a long-term experience. Let's make a memory. General Instructional Objectives: To introduce the concepts of observation and inference and tease out the difference between the two. Do not tell the students the objectives until after the opening demonstration and term invention. This will spoil the invention of terms which is a critical ownership need in all term development. Get the class to invent or come up with the term to describe the experiment. This is a critical design in constructivist approaches to teaching science terminology. It flies in the face of traditional drill and kill term definition approaches and is far superior to those approaches. Graphic organizers are good but with only two terms may not be worth the time. Specific Learning Outcomes: Students will learn the appropriate use of observations and inferences and apply those in writing about their experiences. Content and Activities: The use of observation to support inferences should become evident. Assessment: Hand in writing activity assignment for a completion grade adhering loosely to the rubric mentioned in its description. Materials and Aids: Hot Dog, Box of Raisins, Empty Bottle, unopened bottle of liquid (KIWI Strawberry Carbonated Water), Bottle of clear carbonated soda (Sprite) in a clear bottle or Club Soda will also work. White Boards, White Board Markers, rulers (optional), Funnel with opening small enough to fit bottle, paper towels, sink and water for cleanup of spills, latex gloves (optional), plastic knives, food coloring (optional), granulated sugar (1 lb. Box.)

Steve Maack, Wichita High School East Teacher Demo or Adapting the 11-Sentence Paragraph
 * All Writing Makes an Argument**
 * Instructional Objectives:**
 * To demonstrate that ALL good writing makes an argument.
 * To reinforce that clear writing requires clear thinking.
 * To demonstrate that topic sentences and thesis statements state the topic AND make a point about the topic.
 * To demonstrate a template that can be adapted at various grade and skill levels to help students support their arguments in writing.
 * To discuss the limits of graphic organizers that do not reflect the linear nature of writing.
 * To demonstrate the use of writing strips for helping students organize supported writing.
 * To use color-marking to demonstrate the structure of a well-supported paragraph.
 * Learning Outcomes:**
 * Students will learn that all good writing makes an argument.
 * Students will learn to clarify their writing by breaking up their argument into distinct and identifiable parts.
 * Students will learn to focus writing on a specific point.
 * Students will use specific details and/or examples to support and make more vivid their main points.
 * Students will learn to explain how their details and examples support their point in order to complete the argument.
 * Materials and Arrangement:**
 * 11-Sentence Paragraph Template and Form
 * Overhead or digital projector
 * Writing strips
 * Color highlighters/markers
 * Form small groups by grade level: elementary, middle, high

Focus: Instruction and Practice:
 * The Plan**
 * Turn to the item you’ve written so far that you like best.
 * Either mark your main point/thesis or write a single sentence stating the main point.
 * Discussion: What happens to writing that doesn’t seem to have main point? What genres of writing need a main point?
 * Assumptions
 * All good writing makes an argument
 * Writing is linear, so the order in which a piece is written is important
 * Arguments need to be supported with evidence in the form of details or examples
 * Merely providing the evidence isn’t enough; the writer must help the reader connect the evidence to the main point
 * The 11-Sentence Paragraph, projected.
 * The paper form—handout.
 * Narrative Topic: Using the form, write a topic sentence about the most remarkable thing you have experienced this summer. State what it is AND make a point about it.
 * You don’t have to fill in the rest in order. Fill in the “1” points first if necessary so you have your evidence ready to go (don’t have to be complete sentences).
 * Provide context—fill in the lettered points, A-C.
 * Complete each section of the argument, the “2” points.
 * D point—relating the whole argument back to the main point.

Small Group Activity:
 * Introduce power writing
 * Adapt a writing activity for your grade level
 * Use the writing strips to produce 5 “sentences”
 * Share

Student Work and Colormarking
 * Handouts
 * 5 different colors
 * Mark each section of the outline by category according to the outline
 * Topic sentence
 * Evidence
 * Intros to evidence
 * Explanation/connection

Reflection/Discussion: Discuss how to adapt this format for your own class, grade level, or subject area (or write it down on your own).

This is an outline for a single paragraph of argument, persuasion, or analysis. Remember that your writing requires all the parts of a good argument or explanation: a statement of your main point, an introduction to your evidence, the specific example or data or detail itself, and an explanation of how the evidence supports your main point.
 * Assessment Ideas:**
 * Evaluate a paragraph for use of evidence, and explanation
 * Require revision for other aspects of student writing
 * Have students colormark or identify the parts of the argument
 * Have students use the format in different genres
 * Have students reorder an out-of-order series of the parts
 * 11-Sentence Paragraph Template**

I. Topic Sentence: States both the topic of the paragraph and the main point you want to make about that topic.

A. Introduce the **first reason or example** that supports your main point.

1. Provide a **specific example** **or detail** as evidence or support.

2. **Explain how** the quote or example supports your main point.

B. Transition to **another reason or example** that supports your main point.

1. Provide a **specific example** **or detail** as evidence or support.

2. **Explain how** this quote or example supports your main point.

C. Transition to a **third reason or example** to support your main point.

1. Provide a **specific example** **or detail** as evidence or support.

2. **Explain how** this quote or example supports your main point.

D. Write a concluding sentence (or two) that **explains how all three of the examples above support your topic sentence**. In a multi-paragraph paper, the last sentence should relate the whole paragraph to the main point of the whole paper and help transition to the next paragraph. In a multi-paragraph paper, each body paragraph would follow this outline. The first topic sentence of each paragraph would be a Roman I on the outline. Each subsequent body paragraph would be II, then III, etc. I. Topic Sentence: ___ A.__ __ 1.__ __ 2.__ B. 1. 2. __ C.__ __ 1.__ __ 2.__ D. __
 * 11-Sentence Paragraph Template Blank Form**

Holly Kimble and Mary Devries---Using Poetry to create specific detail. We introduce two poems rich in detail tant then modelled how to present these in class and to discussthem. We also modeled how to have students create their own poems which would be evaluated on use of concrete detail and third person. UNCLE by Linda Hasslestrom to illustrate writing to draw a portrait in poetryof a real person and ABANDONED FARMHOUSE by Ted Kooser to create a place in poettry. Rhyme was discouraged.

Create Your Own Adventure by Tonya